Digital Universities in the MOOC Era: Redesigning Higher Education
ICEM CONFERENCE 2017
20 - 22 SEPTEMBER 2017, NAPLES
Designing MOOCs videos - A prompt for teachers and advisers' pedagogical development?
Summary
• About Liège University – Institute for Training and Research in Higher Education (IFRES).
• Our role and mission for Teacher’s professionnal development. • Our multimedia studio and our first educational multimedia
productions experience. • The MOOC emergence. • How we « MOOCed »
About Liège University
Public university of the French Community of Belgium
Established 1817
Rector : Prof. Albert Corhay Academic staff: 2,800
Administrative staff: 4,300 Students : 22,000
Location : Liège, Wallonia,
Belgium
Campus : Urban, suburban Website : www.ulg.ac.be
Institute for Training and Research
in Higher Education (IFRES).
Promoting the teaching mission in higher education; Coordinating teacher’s professional development ;
Assisting teachers and Departments in their actions to train students both face-to-face and online;
Promote research into higher education pedagogy;
Facilitating the integration of ICTs and eLearning in teaching practices: developing the University's virtual campus
developing a "quality" approach in the evaluation of students and teaching.
One particularity …
10 Compulsory Training modules about higher education pedagogy for
Our first educational videos
• Little piece in the curriculum
• Centered around « essentials » or interview • Included in blended learning process
Emerging of our first learning multimedia
video typology - 2014
Van de Poël J.-F., Martin P. & Verpoorten D, (2015) Multimedia-supported learning : A typology based on intended instructional usage and implied resources - EAPRIL CONFERENCE 2015
The emergence of MOOCs
2013
2014
2014
2016
2016
2017
FIRST PILOT PROJECT (2016-2017)
6.000 14.000 7.500
How we « MOOCed » ?
• Our MOOCs are explicitly inserted in our students curriculum
• Our MOOCs production process is collegiate an not centered around one academic
• Our MOOCS are open to all faculties and external experts • Our MOOCs are produced within a community of practice
• Our MOOCs are designed to reach a maximum amount of people
• Our MOOCs are designed around the respect of instructional quality principles
Our MOOCs are explicitly inserted in our
students curriculum
Our MOOCs production process is collegiate
an not centered around one academic
Our MOOCS are open to all faculties and
external experts
Our MOOCs are produced within a
community of practice
Our MOOCs are designed to reach a maximum
amount of people
Our MOOCs are designed around the respect
of instructional quality principles
Our production process
MOOC-PLAN Storyboard writing a filming Video editing and activities writing Online implementation , teaser, enrollment ADVERTISING, Social network, Professional networks TEACHINGOur video production cycle
WRITING QUALITY FEEDBACK VALIDATION RECORDING EDITING ONLINE IMPLEMENTATIONSupported by principles issued by scientific
litterature
•Mayer’s principles
•Cognitive load theories
•Communicational writing
•Storytelling principals
Guidelines and recommandations (Guo – 2014)
Compensate the effects of “cold cut plate”
with more story-telling
La dimension « story-telling » qui amène plus de motivation chez les étudiants si le parcours et les séquences sont présentés comme une « histoire » plus que comme un « cours »
a certain very specific syntactic shape (beginning-middle-end or situation-transformation-situation) and with a subject matter which allows for or encourages the projection of human values upon this material. Scholes, 1981. p. 205
Stories become a way, in other words, of capturing the complexity, specificity, and interconnectedness of the phenomenon with which we deal and, thus, redressed the deficiencies of the traditional atomistic and positivistic approaches in which teaching was decomposed into discrete variables and indicators of effectiveness.
Some important advices
• 1. Keep it short. If you go off on too many tangents and include too much information, it makes it harder for someone to grasp what you’re talking about. Include only what the viewer needs to know — anything else can be unnecessary.
• 2. Use common language. Nothing turns off an audience like using “industry-speak” in a video. It’s like explaining what you do in a foreign language, which means people outside your industry won’t be able to relate. After all, your goal is to make it easier for people to understand your message — not more difficult.
• 3. Allow the visuals to tell the story, too. Visuals are there to support the message, so use them! If you can show your audience something instead of telling it to them, then go for it. This will
allow you to insert more information into your video while keeping the running time short.
• 4. Keep your objective in mind. If your purpose is to explain why red balloons are the best, don’t get off-track by explaining the problems with all the other colors. Focus on one topic. If your video highlights too many different ideas, your red balloon, though awesome, will get lost in the clutter. • 5. Have fun with it. Don’t take your service or products too seriously, and have fun producing
videos. This attitude will come across and make watching them more engaging for your audience. Your video will not only explain something, but will also entertain — and that’s always
Professional development for
teachers and advisers ?
For the advisers, instructional design tools are a
necessity and a tremendous tool for research
AND STRUCTURED SYSTEM
HELPS TEACHERS
Working in community is still the best way to
keep teachers motivated
6
Quality process helps completion rate
6.000 14.000 6.500
800 2.000 700
13,5% 14,2% 10,5%
When your teaching mostly happens outside
the classroom – something happens
• They perspective on teaching changes • They perception on digital technologies changes • They perception on the own specialisation changes
Our next MOOCS
• VIDEO GAMES • CHEMISTRY 101
• HEALTH PSYCHOLOGY
• KYOCERA MANAGEMENT PRACTICES • WORLD CITIZENSHIP EDUCATION
• IRRIGATION • BIOMASS
• CROP PROTECTION • ZITOLOGY
• RECYCLED MATERIALS FOR CONSTRUCTION • MY FSL CLASSROOM
Next step for us
• Interview of 20 teacher planned in october and november 2017 • Use of the TPACK Framework to measure the professional
development
Our next challenge
A Team
Dominique VerpoortenÉric Haubruge
Thibault Crépin
Jeff Van de Poël
Pierre Martin Sam Harcq
